The Group from Hell: Strategies for Resolving Conflicts in PBL Groups

1. The Group from Hell:Strategies for Resolving Conflicts in PBL Groups Deborah Allen & George Watson University of Delaware Workshop presented at PBL 2006 Lima, Péru 20 July, 2006

2. Phases of Group Development Group Task Define purpose Determine objectives Define task requirements Determine & accept roles Establish ground rules Determine consequences Agenda setting Monitor performance Provide feedback Apply consequences Forming Storming Norming Performing

3. Phases of Group Development Group Task Evidence of Failure Group lacks focus Attends to wrong things Conflict over objectives Not completing tasks Conflict within group Poor standards Conflict within group & w/instructor Late or incomplete assignments Poor performance continues Conflicts go unresolved Sense that grades unfair Forming Define purpose Determine objectives Determine task requirements Determine, accept roles Establish ground rules Determine consequences Agenda setting Monitor performance Provide feedback Apply consequences Storming Norming Performing

4. nce upon a time... A team of students had four members called Everybody, Somebody, Anybody, and Nobody. There was an important job to be done. Everybody was sure that Somebody would do it. Anybody could have done it, but Nobody did it. Somebody got angry about that because it was Everybody’s job. Everybody thought Anybody could do it but Nobody realized that Everybody wouldn’t do it. It ended up that Everybody blamed Somebody when Nobody did what Anybody could have done. - Graham Gibbs, “Learning in Teams”

5. Three Styles of Resolving Conflict Win-Lose • strategies used are power, dominance, forcing Lose-Lose • common strategy used is compromise Win-Win • strategies used are integration, collaboration, problem-solving

6. Step 1: Conflict Case Studies • Read over the case study that your group • has been given. • B. Consider the possible resolutions to the dilemma posed by the case. • C. List possible resolutions on the case study handout, in the blank space beneath the text.

7. Step 2: Conflict Case Study • Fold the handout so that your ideas for resolutions are covered up by the folded paper, but the case study text is still revealed. • Pass the folded case study on to the group • on your left. • C. When you receive another group’s case study, keep that group’s ideas for resolutions covered up. Case study text Fold in paper

8. Step 3: Conflict Case Study • A. Read over the new case study that your group has been given. • What are the possible ways in which the group and/or course instructor can bring about a positive resolution? • List these on the handout, in the new blank space beneath the case study.

9. Steps 4 & 5: Conflict Case Study • Pass the case study on to the group on your left. • B. Uncover the possible resolutions “brainstormed” by the previous 2 groups. • C. Given the information that you have, which of the resolutions do you think is the best option? Why? • D. Could the conflict that arose in the case have been prevented or significantly lessened? If so, how? Be prepared to report out on questions C & D in 10 min.

10. My Group from Hell Take 5 minutes to trade stories with your neighbors about your “group from hell.” How was the conflict resolved?

11. My Group from Hell (cont) As a group, pick one of the conflict situations you discussed and be prepared to present it to the room (you may withhold the names of the participants in the conflict situation).

12. Resolving Conflicts • Level 1 - Preventing escalation • Monitor groups for early signs of conflict • Intervene on the spot • Group evaluations - individuals plus process • Encourage spontaneous verbal feedback

13. Suggestions for Using Groups • Set the stage early • Form heterogeneous groups • Use permanent groups • Rotate roles of responsibility • Rely on group-selected ground rules • Conduct peer evaluations

14. Suggestions for Getting Started • Explain why learning in groups is a good strategy. • Ask students to report on past experiences. • Talk about support mechanisms. • Use group warm-up activities.

15. Forming Groups Randomly heterogeneous - “counting off” : • - from roster • - in class • Intentionally heterogeneous, based • on information: • - from student records • - supplied by students

16. Rotating Roles • Discussion Leader Keeps group on track; maintains full participation • Recorder Records assignments, strategies, unresolved issues, • data; convenes group outside of class • Reporter • Reports out during whole class discussion; writes • up final draft of assignments • Accuracy Coach Checks group understanding; finds resources

17. Examples of Ground Rules Come to class on time every day Come to class having done the assignment and prepared to discuss it Must notify members of the group ahead of time if must miss class for any reason Be willing to share information Respect the views, values, and ideas of other members of the group If members of the group violate these ground rules, other members of the group may impose the following consequences:

18. Peer Evaluation Some general suggestions: • Use predetermined written criteria that focus primarily on behaviors • Do at least 2X per semester • Factor results into students’ grades • Summarize results and distribute summaries • Keep the process simple • Incorporate into group assignments

19. Using Groups in Larger Classes, with Inexperienced Students • Use well-defined activities with clearly stated objectives. • Bring the class together for discussion and/or clarification at frequent intervals. • Plan both group and individual assignments. • Look for signs of behaviors that undermine group function. • Use peer group facilitators.

20. Guidelines for Giving Feedback • Be descriptive rather than evaluative or judgmental • Be specific rather than general • Be sure to include both positive and negative feedback • When giving feedback, reveal your own position or feelings • Focus on performance, instead of on person

21. Guidelines for Giving Feedback (Cont)* • Give feedback about behavior that can be controlled or changed • If possible, give feedback as soon as a behavior is exhibited or a task is accomplished • Check that you have communicated your feedback clearly • Evaluate someone only in his/her presence *(Based on “Criteria for Feedback” from the Cooperative Learning Project, University of the District of Columbia & Gibbs, G. Learning in Teams, Oxford, England: Oxonian Rewley Press, 1995.

22. Resolving Conflicts Level 2 - Empowering students • Listen to student concerns (all viewpoints) • Encourage students to resolve the conflict • Coach students on possible resolution strategies

23. Resolving Conflicts Level 3 - Serve as mediator • Establish ground rules • Ask each student to present point of view while others listen • Ask each student to define ideal outcome • Review group ground rules • Facilitate discussion of possible outcomes

24. Resolving Conflicts Level 4 - Instructor intervention • “I reserve the right to….” statements in the syllabus Levels 1-3 are loosely based on: Weider-Hatfield (1981) A unit in conflict management skills. Communication Education 30: 265-273. Adler, Rosenfeld, and Towne (1983) Interplay: The Process of Interpersonal Communication. New York: Rinehart & Winston.

25. Additional Resources Conflict Resolution Network <www.crnhq.org> Conflict Research Consortium <www.conflict.colorado.edu> The Conflict Resolution Information Source <www.crinfo.org> Burgess, G. & H. Burgess. “Group projects: A conflict resolution guide for students.” Beyond Intractability, G. Burgess & H. Burgess, eds. Conflict Research Consortium, University of Colorado.<www.beyondintractibility.org/user_guides/students/>